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|Title:||An Analysis of the Relationship Between Teachers' Beliefs and the Manner of Structuring the Classroom Physical Environment|
|Author(s):||Hughes, Evangelina Pena|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||The purpose of the study was to explore the relationship between a teacher's belief system and the manner of structuring the physical environment of the classroom. Also explored was the relationship between a teacher's belief system and their selection of instructional materials. The classrooms of 46 female Anglo- and Mexican-American primary teachers in a school district in South Texas were observed in November and in February. Also explored was whether teachers who differed in degree of dogmatism modified their environment to a greater extent over time. The variables of age, ethnicity, grade level, and years of teaching experience were investigated in relation to whether these variables accounted for variability in dogmatism and the manner in which the environment of the classroom was structured and also in the materials selected for instruction.
Three instruments were used in the study. The Rokeach Dogmatism Scale E measured teachers' degree of dogmatism. The physical environment and the materials selected by the teacher for instruction were judged with an instrument designed by the investigator. This instrument was an adaptation of Jones' (n.d.) descriptors for observing the physical environment and the materials in the environment. Subjects also answered a demographic questionnaire.
A Pearson product-moment correlation, dependent group t-test, independent groups t-test, and multiple linear regression were the statistical procedures used. Analyses of the data led the investigator to conclude that no relationship exists between teachers' dogmatism and their manner of structuring the physical environment or their selection of instructional materials. Also, teachers who differed in degree of dogmatism do not modify their environment to a greater extent over time. Dogmatism is not related to age, ethnicity, years of teaching experience, or grade level. A significant relationship between teachers' dogmatism and one of the descriptors of the physical environment led the investigator to conclude that high dogmatism teachers structure a softer environment.
Further research relating to the effect of classroom environments might consider using a larger sample. Also, consideration needs to be given to including a larger representation of teachers with a wider age span and also a wider span of years of teaching experience. Local norming needs to be considered for the Rokeach Dogmatism Scale E. Also, development of a scale for analyzing the physical environment of classroom might prove beneficial.
Thesis (Educat.D.)--University of Illinois at Urbana-Champaign, 1980.
|Date Available in IDEALS:||2014-12-12|